Education for Democratic Citizenship: A Challenge for Multi-ethnic SocietiesIt is becoming increasingly clear that members of a host nation as well as newcomers have to learn what it means to live democratically in a multi-ethnic world and to accept diversity without fear or rancor. This volume, a result of a conference sponsored by the Spencer Foundation, asks a question of increasing significance in view of post World War II immigration patterns and the spread of democratic forms of government: "What can educational researchers and practitioners do to prepare our youth for cooperative, constructive living in a democracy?" This book illustrates how six post-industrial nations -- Canada, Germany, Israel, The Netherlands, the United Kingdom, and the United States -- have met or failed to meet this challenge. |
Contents
Democracy in the Multiethnic Society | 3 |
The Challenge of the Multiethnic Society | 9 |
THE PROBLEM OF MINORITIES IN | 21 |
Copyright | |
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Education for Democratic Citizenship: A Challenge for Multi-Ethnic Societies Roberta S. Sigel,Marilyn B. Hoskin No preview available - 2016 |
Common terms and phrases
Arab assume become Black Britain British Canada Canadian citizens citizenship civic education commitment concern considered course critical cultural curriculum democracy democratic differences economic effects effort environment equal ethnic European evidence example exist expected experience fact factors foreigners friendships function groups hand host human identity immigrants important increase indicates individual institutions integration interest interethnic involved Israel Israeli issues knowledge language learning less major means minority negative Netherlands noted opportunities organizations origin participation parties pattern percent political education population position possible practice present problems programs pupils question reactions relationship relatively religious respect responsibility result role Rules significant skills social social and political society sources of assistance structure studies teachers teaching traditional University values variables York young